A Comparative Study Between Google Application and Oxford Dictionary in EFL Learners’ Pronunciation
Abstract
The aim of this study was to determine the significant differences in the use of the Google Application and the Oxford Dictionary Application on the pronunciation results of the second-semester students in Hamzanwadi University English Study Program. The method used in this research is the comparative method. The population used in this study were second-semester students of the English education study program, totaling 125 students, and 32 students participating as samples. The instrument of this research is an oral test. The data collection technique was using a pronunciation test. The result of this research shows that there is a significant difference in their pronunciation mastery between using Google Application and Oxford Dictionary. It was found that the result of the mean score of the students using Google Apps was 72.75 and the standard deviation was 6.92. It means that the pronunciation mastery of the students in using Google Apps belongs to the "Good" category. Meanwhile, the mean of the students using the Oxford Dictionary was 81.25 and the standard deviation was 8.41. It means that the pronunciation mastery of the students in using the Oxford Dictionary belongs to the "Excellent" category.
References
Ardhany, R. R. V., & Handini, B. S. (2019). The difficulties in learning listening: A correlational study among the 3rd semester students of English Departement. VELES Voices of English Language Education Society, 3(2), 68–74.
Chewe, P., Zulu, Z., Chitumbo, E. M., & Musonda, Y. (2020). Enhanced library services through social media in the age of Covid-19 pandemic: An anecdote of academic libraries in Zambia. Library Philosophy and Practice (Ejournal).(4762), 1–13.
Ducar, C., & Schocket, D. H. (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate. Foreign Language Annals, 51(4), 779–795.
Dylewski, R., & Witt, Z. (2021). Polish loanwords in English revisited. Lisguistica Silesiana, 42.
Elfiza, R., Reszki, A. S., & Nopita, D. (2021). The effect of online written feedback through social media on student’s writing. J-SHMIC: Journal of English for Academic, 8(1), 45–54.
Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students develop essential skills for the classroom and beyond. ASCD.
Ichsan, R., Suparmin, S., Yusuf, M., Ismal, R., & Sitompul, S. (2021). Determinant of sharia bank’s financial performance during the Covid-19 pandemic. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 298–309.
Khasanah, U., Madjdi, A. H., & Nuraeningsih, N. (2022). Students’ perception on the use of Google Translate in learning Pronunciation. Borneo Educational Journal (Borju), 4(1), 50–60.
Nami, F. (2020). Towards more effective app-assisted language learning: the essential content and design features of educational applications. Issues in Language Teaching, 9(1), 245–278.
Pourhossein Gilakjani, A. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1–6.
Prasetyaningrum, A., Jaelani, S. R., & Azima, M. F. F. (2021). An analysis on students’ difficulties in speaking. Humanitatis: Journal of Language and Literature, 7(2), 187–192.
Septiandari, R. A. (2014). The effectivenes of brainstorming to improve students’ writing ability in descriptive text at the first grade of SMA Negeri 4 Purworejo in academic year 2013/2014. Bahasa Inggris-Fkip.
This work is licensed under a Creative Commons Attribution 4.0 International License.
